Abstract: At institutions of higher learning, there is an increased demand and need for online courses. However, the number...
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Abstract: At institutions of higher learning, there is an increased demand and need for online courses. However, the number of faculty developing and teaching these courses does not match the growth in online education. The purpose of this study was to determine the perceived barriers to online teaching experienced by various faculty groups at a public institution located in the southeastern United States using a new survey instrument, which was developed from recent research findings. This study sought to identify the most prevalent barriers to online instruction for the faculty group surveyed. In addition, these findings may identify prevalent barriers for faculty groups in an effort to inform administrative decisions concerning policy, training, and compensation as well as to facilitate involvement for specific types of online instruction for faculty development. A number of novel and important differences were found in the perceived barriers that exist between faculty groups on four constructs identified through an exploratory factor analysis. The factors found were: (1) interpersonal barriers; (2) institutional barriers; (3) training and technology barriers; and (4) cost/benefit analysis barriers. The results of this study may be of use to other institutions as they develop online instruction training programs.Vol. 8, No 1, March 2012, pp. 1-12HTML / PDF

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Select this link to open drop down to add material Faculty-Perceived Barriers of Online Education to your Bookmark Collection or Course ePortfolio

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Abstract: Many nurse executives and managers have had to learn financial management skills, including planning, controlling,...
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Abstract: Many nurse executives and managers have had to learn financial management skills, including planning, controlling, implementing, and analyzing departmental budgets, on the job. In today's healthcare environment, organizations are becoming aware of the value of hiring nurse executives who can speak the financial language and employ financial skills to operate their areas. As more and more nurses are pursuing advanced degrees online, schools of nursing face an imperative to find effective ways of helping students achieve program competencies related to finance in an online environment. Cognitive apprenticeship, as a framework for teaching and learning, facilitates rapid acquisition of knowledge of essential concepts and skills needed to meet such competencies in an online, graduate-level finance course, including the use of spreadsheet software. The application of cognitive apprenticeship provides faculty with seven strategies to facilitate higher-level thinking skills: modeling, coaching, scaffolding, fading, articulation and reflection, and exploration (promoting transfer of learning).Vol. 8, No 1, March 2012, pp. 79-87HTML / PDF

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This article highlights 53 free eLearning and instructional design books from the industry's top talents. The insight and...
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This article highlights 53 free eLearning and instructional design books from the industry's top talents. The insight and advice offered by experienced eLearning professionals give you the opportunity to create winning deliverables for both private and professional learning audiences.

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Higher education leaders are learning that starting a virtual program is a wholly different venture than opening a...
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Higher education leaders are learning that starting a virtual program is a wholly different venture than opening a traditional campus, and the recipe for success requires a different approach. Among the chief mistakes many schools make: Not investing heaviliy enough in marketing and recruiting, and not getting faculty buy-in and support. To access the entire article, you must register (for free).

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